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Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

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  • Adrián Segura-Robles

    (Department of Pedagogy, University of Jaen, 23007 Jaen, Spain)

  • María Elena Parra-González

    (Department of Research Methods and Diagnosis in Education, University of Granada, 51001 Ceuta, Spain)

Abstract

Societies comprise multiple cultures, meaning that different cultural perceptions exist and that intercultural sensitivity is seen as an indicator of successful intercultural relations. The aim of this research is to establish the intercultural sensitivity levels of teachers in two multicultural cities. The sample consists of 190 teachers in primary education in the autonomous cities of Ceuta and Melilla and 174 primary teachers of Malaga and Granada, which makes a total sample of 364 teachers. The scale used in this research is an abridged version of the Intercultural Sensitivity Scale: relational engagement, regard for cultural diversity, relational certainty, relational satisfaction, and relational carefulness. The scale has been validated on many occasions in the abridged and unabridged versions. The results show that teachers in Melilla and Ceuta show high levels of cultural sensitivity. There are significant differences depending on the variables analysed and depending on the context. Interaction enjoyment and interaction attentiveness have the highest levels for teachers in this research.

Suggested Citation

  • Adrián Segura-Robles & María Elena Parra-González, 2019. "Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts," Sustainability, MDPI, vol. 11(11), pages 1-12, June.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:11:p:3137-:d:236971
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    References listed on IDEAS

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    1. Luigi Guiso & Paola Sapienza & Luigi Zingales, 2006. "Does Culture Affect Economic Outcomes?," Journal of Economic Perspectives, American Economic Association, vol. 20(2), pages 23-48, Spring.
    2. Michele Biasutti & Eleonora Concina & Sara Frate, 2019. "Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers," Sustainability, MDPI, vol. 11(5), pages 1-12, February.
    3. Okpara, John O. & Kabongo, Jean D., 2011. "Cross-cultural training and expatriate adjustment: A study of western expatriates in Nigeria," Journal of World Business, Elsevier, vol. 46(1), pages 22-30, January.
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    Cited by:

    1. Antonio-José Moreno-Guerrero & María Elena Parra-González & Jesús López-Belmonte & Adrián Segura-Robles, 2022. "Science mapping analysis of “cultural” in web of science (1908–2019)," Quality & Quantity: International Journal of Methodology, Springer, vol. 56(1), pages 239-257, February.
    2. María Concepción Domínguez Garrido & Adiela Ruiz-Cabezas & María Castañar Medina Domínguez & María Cecilia Loor Dueñas & Eufrasio Pérez Navío & Antonio Medina Rivilla, 2020. "Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development," Sustainability, MDPI, vol. 12(23), pages 1-28, November.

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